BY PROF. LIWAYWAY MEMIJE-CRUZ

Basic Guidance Techniques for Teachers

Introduction

`Guiding children’s behavior is something done throughout the day, not just when a child acts in a way that is unsafe or unacceptable. You guide behavior by establishing predictable routines, setting clear rules with children, and modeling kindness and respect. You are also attentive and aware of what is going on. Together, these actions help children feel noticed, confident, and secure. Children experience your attention and guidance as a caring embrace holding everything together. They know you’re on their team. - (Dombro, Jablon, & Stetson 2011, 58)

HELP OR ADVICE THAT TELLS YOU WHAT TO DO THE ACT OR PROCESS OF GUIDING SOMEONE OR SOMETHING

Guidance

CounsellingADVICEOPINION OR INSTRUCTION GIVEN IN DIRECTING THE JUDGMENT OR CONDUCT OF ANOTHER.

Use the Safety Rule

Basic rules and limits are necessary within the early childhood classroom. Children feel more secure if they know what behavior is acceptable and what behavior is unacceptable.

Reasons for rules and expectations are respectfully explained on a routine basis so students understand their purpose.

Students and teachers use the Safety Rule to decide on appropriate behavior for themselves and others.

Use Positive Verbal Guidance (Responsive Language) Children often forget what

constitutes appropriate behavior from one day to the next and from one situation to another. (Kostelnik, Soderman, & Whiren, 1999). Students need frequent reminders of the rules; if corrective action is necessary, teachers should be clear but non-accusatory.

Responsive language utilizes positive verbal guidance that is respectful towards students, labels and validates student’s feelings, and clarifies rules and responsibilities. Responsive language gives reasons and explanations to children (Stone, 1993). Teachers should actively listen to students and respond in a sensitive manner.

State rules in positive terms.

Tell students what to do instead of what not to do. Try to eliminate "stop," "don't" and "no" from your statements to students (except to keep a student safe in an emergency).

Model the Behavior You Want a Student to FollowAll young children

benefit from a visual model of what to do, but this is especially important for pupils/students with developmental or language delays. Couple the modeling or demonstration of proper procedure, with direct explanation—otherwise pupils/students may not imitate the desired behavior themselves at a later time.

Reinforce Appropriate Behavior Behaviors that are followed

by positive reinforcement are likely to be strengthened and repeated.

Use social reinforcers (smiles, praise, pat on the back, wink, OK sign) and activity reinforcers (engaging in a special activity as a reward for desired behavior). Tangible reinforcers (stickers, stars, prizes) should be used only for short periods of time when other types of reinforcement fail to work with a particular child.

Use effective praise: praise that is selective, specific, and positive.

Effective praise (called "encouragement" by Hitz & Driscoll, 1988) is more likely to provide meaningful feedback and foster healthy self-esteem. Ineffective praise may actually lower children's self-confidence, inhibit achievement, and make children depend on external praise (Katz, 1993; Kohn, 1993; Kohn, 2001).

Ignore Non-Disruptive Inappropriate BehaviorLimit attention to students

who are used to negative responses from adults.

"Catch the student being good" and then use effective praise when students are engaging in desired behaviors. Too often students get attention for inappropriate behaviors and are left alone when they are playing appropriately or when things are quiet and controlled in early childhood settings.

Offer Choices

Offering choices gives students some control over their own behavior, shows respect for them as individuals, and encourages independence. When students are given options to choose from, they are more likely to cooperate and meet classroom expectations.

Redirect and Offer Acceptable Substitutes

Give students acceptable alternatives rather than telling them what they cannot choose.

Privately (quietly so just that a student can hear) remind the student of the classroom rule and then redirect by offering an alternative or giving a choice.

Use Logical ConsequencesLogical consequences make an obvious connection between student’s behavior and the disciplinary action that follows. As logical consequences are being carried out, teachers remind students of the rule and why the consequence is necessary. They do so matter-of-factly, without humiliating or threatening students. Logical consequences are reasonable, respectful, and related to the behavior.

Teachers“When you study great teachers... you will learn much more from their caring and hard work than from their style.” ― William Glasser

Source: http://www.education.com/reference/article/positive-guidance-techniques/

Thank you…